HC Deb 03 May 1994 vol 242 cc575-6
3. Mr. Callaghan

To ask the Secretary of State for Education what estimate he has made of the number of educational psychologists required by local education authorities to ensure that all statements for children with special educational needs are completed within six months.

Mr. Forth

The draft code of practice on the identification and assessment of special educational needs, which the House is due to debate shortly, recognises the key role of educational psychologists, whose number has increased by over 30 per cent. in the past 10 years. Extensive consultation and the work of the Audit Commission shows that local education authorities should be able to make statements within six months within existing provision.

Mr. Callaghan

I thank the Minister for his reply, but point out to him that of the 120 places available each year for educational psychologists, 52 retired from their job in 1992 and 70 places were unfilled last year. As it is children with special needs who suffer, could he tell the House exactly what he will do to remedy the situation?

Mr. Forth

The hon. Gentleman raises a relevant and difficult matter, which we are monitoring closely. We are satisfied that support for educational psychologists' training, which is running at about £3.5 million for the current year, is, and should be, sufficient to enable local education authorities to fulfil their statutory responsibilities in this sector. However, if anyone can come up with a satisfactory alternative approach to the matter, I will look at it closely. There is no overall agreement on the best way to tackle the problem. At present, I am satisfied that we have the best solution, but I am very much open to suggestions.

Mr. Butler

I congratulate the Minister on the efforts that have been put into speeding up and completing statementing. However, is not what is important not only the completion of statementing on time but the completion of a statement with a specific recommendation? Will he join me in deploring the trend towards generic statementing—simply saying at the end that a pupil requires additional help within the classroom—rather than specific statementing, recommending a school and setting targets?

Mr. Forth

My hon. Friend has correctly identified a problem that existed until now—that is, an extreme variability in both the content and value of the statements provided. The code of practice will bring a new uniformity and standardisation to the statements, which will be of great benefit. That, backed by the extensive powers that we are giving to the special educational needs tribunal, will give parents new rights, real rights and powerful rights to pursue the needs of their children. That will be a great advance.

Mr. Win Griffiths

While the Minister has said some positive things in his reply to my hon. Friend the Member for Heywood and Middleton (Mr. Callaghan) about being willing to seek advice elsewhere, may I remind him that the number of vacancies has increased from 42 at the end of 1991 to an estimated 70 last year, and that that is happening at a time when local education authorities are advertising for more educational psychologists to provide a better service to children with special educational needs? If he is willing to accept advice from that sphere, will he turn to local education authorities, to the Association of Educational Psychologists and to the British Psychological Society because I can assure the Minister that they want something better than the present system? Let us have it.

Mr. Forth

The hon. Gentleman is always entitled to ask for something better, but I am not convinced that there is broad agreement, even among those whom he has mentioned, about what that something better may be. I do not think that the lack of money is a problem, since the take-up, or lack of it, shows that the money is simply not being spent. Therefore, we have to look elsewhere for the solution. I repeat that if anyone can come to me with an agreed, workable and practicable approach, I shall certainly look positively at it.